Ecopedagogia e formação de professores

desafios e oportunidades

Abstract

The survival of Earth is at stake, and this concern involves all men and women on the planet, demanding an Education for Sustainability that not only fosters an intellectual understanding of Ecology but also cultivates an affective, critical, and conscious connection with nature. This article presents part of the results of a research project developed within the Graduate Program in Education, aiming to contribute to the epistemological foundation of Ecopedagogy. Employing a qualitative and exploratory approach, the research was grounded in Edgar Morin’s theory of complexity and used Bardin’s content analysis method. Ecopedagogy, based on systemic thinking, promotes the interconnection of social, economic, political, and ecological dimensions, fostering a planetary consciousness. It seeks to overcome immediatism and the fragmented worldview of society, emphasizing an integrated and ethical perspective of education. The findings reveal that Ecopedagogy conceives Earth as a living community, promoting sustainability and socio-environmental justice. However, teacher education must reflect this approach by integrating ecological and ethical perspectives, thereby contributing to the formation of conscious planetary citizens and the advancement of a democratic and sustainable society.